Formation initiale des enseignants du premier degré en géométrie : quels savoirs ?
The context of the research is initial primary school teacher education in geometry. We study and compare three implementations of a collectively designed training sequence by three trainers with distinct status and/or research interest. We highlight some variations in the knowledge that the trainer...
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| Опубликовано в: : | URI:https://journals.openedition.org/adsc, |
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| Главные авторы: | , , |
| Формат: | Article ou chapitre numérique |
| Язык: | Français |
| Опубликовано: |
Annales de Didactique et de Sciences Cognitives
2022
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| Предметы: | |
| Online-ссылка: | Accès Université d'Orléans et IFPM Accès Université d'Orléans et IFPM |
| Итог: | The context of the research is initial primary school teacher education in geometry. We study and compare three implementations of a collectively designed training sequence by three trainers with distinct status and/or research interest. We highlight some variations in the knowledge that the trainers institutionalize, with a specific focus on figure visualization. The research background concerns the potential effects of those variations on teacher training. |
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